Training, life and work narratives of basic education teachers who receive

Authors

DOI:

https://doi.org/10.17058/rea.v33i1.19858

Keywords:

Initial teacher training., Teachers’ narratives, Supervised curricular internship

Abstract

The present study aims to analyze, through autobiographical narratives of regent teachers, the pedagogical potential of the experiential dimension present in the formative process they develop with the interns of the Pedagogy undergraduate course at the State University of Ceará (UECE). We begin with the recognition of the contributions brought by the activities carried out within the scope of the Supervised Curricular Internships that enable the undergraduate students to build teaching knowledge, based on the dialogues established with the basic education teachers who receive them in their classrooms. Methodologically based on the qualitative approach and inspired by (auto)biographical research, the present study used as its main strategy of approximation with reality the narrative interview with three teachers who work in one of the field schools that receive the most students from the Pedagogy course at UECE. The data generated were submitted to discursive textual analysis and indicate that, by producing and sharing narratives referring to the trajectories of training, life and work, the regent teachers enhance not only the training of the undergraduates, but their own training, overcoming the historical split between theory and practice, as well as the situated understanding of the challenges, tensions and contradictions posed to the exercise of teaching in the contemporary context. 

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Author Biographies

  • Elisangela André da Silva Costa, Universidade da Integração Internacional da Lusofonia Afro-Brasileira

    Graduada em Letras pela Universidade Federal do Ceará (UFC) e em Pedagogia pela Faculdade Evangélica do Piauí (FAEPI). Especialista em Gestão Escolar pela Universidade Estadual de Santa Catarina e em Educação Biocêntrica pela Universidade Estadual do Ceará. Mestre em Educação pela Universidade Estadual do Ceará. Doutora em Educação pela Universidade Federal do Ceará. Pós-Doutora em Educação pela Universidade de São Paulo (USP).

  • Najla Almeida Marques Pereira, Universidade Estadual do Ceará

    Mestra em educação pelo programa de pós-graduação em Educação da Universidade Estadual do Ceará (UECE). Pós Graduanda do curso de especialização em Gestão Pedagógica da Escola Básica pela Universidade Estadual do Ceará, Pós Graduanda do curso de especialização em História e Cultura Indígena e Afro-Brasileira pela Faculdade Iguaçu, Pós Graduanda do curso de especialização em Tutoria EAD e Docência do Ensino Superior pela Faculdade Iguaçu. Graduada em Pedagogia pela Universidade Estadual do Ceará.

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Published

2025-07-22

Issue

Vol. 33 (2025)

Section

Pesquisas narrativas, formação de professores(as) e cotidiano escolar

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How to Cite

Training, life and work narratives of basic education teachers who receive. (2025). Reflexão E Ação, 33(1). https://doi.org/10.17058/rea.v33i1.19858